This study investigated the effect of the title and ambiguity tolerance on the comprehensibility of a non-text. To this end, ten irrelevant sentences from different texts were put together to make two seemingly cohesive and coherent texts. The two texts were exactly the same except for the fact that one of them carried a title whereas the other had no title. The two texts were randomly given to two groups of intermediate EFL students. Students were expected to read the text and answer 10 reading comprehension questions. Eight questions asked for the reference of specific pronouns or words; one asked for the topic and one for the main idea of the text. Considerable difference was found between the performance of the students on the titled text and the untitled text. It indicated hat the title had made students construct a meaning regardless of the fact that the text was basically meaningless and that the title was not a real title. Further analysis of the results indicated that ambiguity tolerance could not provide enough justification for the results found and that the presence of the title was the best explanation provided for the performance on the non-text.